Above are three fake Iphone text messages. The first one is a bad reaction, the second is even worse, but the third one is a good way to react to religious discrimination. These can be used as examples in class of ways to help, or as examples for students to make their own. They can each write about a time when they were discriminated about because of their religion and come up with the response that either happened, or that they wish had happened. Through this, they can learn how to react to others.
On the right is a Tagxedo. This takes the most commonly used words from a document, and arranges them into words. I made one with three of the sources I used for this project. This can be a fun activity for any age, especially if they make a Tagxedo of their own work. They can write a story or essay on this or any topic, then make a Tagxedo based on it. They would learn what they care about, and it might teach them something at the same time! |
POEMS
Having students write poems about what makes them frustrated, or upset or happy about religion and tolerance can be a good way to understand the emotions of the class and help them understand their own emotions. They can write a Haiku, a free verse, acrostic, and Limrick for a few easy ones. I have written three, and put links for more below!
http://allpoetry.com/poem/1194462-Religious-Tolerance-by-Decaying-Youth
http://hellopoetry.com/poem/168634/religious-tolerance/
http://www.authorsden.com/visit/viewPoetry.asp?id=192887
http://allpoetry.com/poem/1194462-Religious-Tolerance-by-Decaying-Youth
http://hellopoetry.com/poem/168634/religious-tolerance/
http://www.authorsden.com/visit/viewPoetry.asp?id=192887
Haiku
I'm sitting alone Just because I'm different than you Can you accept me? |
Acrostic
Today is a new day Only we have not learned Love is the answer Especially now Religion seems so derisive Another way to hate others Not anymore Coming together through love Even we can learn |
Limerick
There was a small girl who was Jewish Who said "How could I have been so clueless!" Islam does not mean insanity Superficiality does not mean Christianity Lets all be Inclusivist, not shrewish |
The information in the Tagxedo came from :
Locklin, R. B., Tiemeier, T., & Vento, J. M. (2012). Teaching world religions without teaching 'World Religions'. Teaching Theology & Religion, 15(2), 159-181. doi:10.1111/j.1467-9647.2012.00784.x
Pemberton, W. H. (2000). Conflict resolution for major world religions. ETC: A Review of General Semantics, 57(2), 234.
Sanders, J., Foyil, K., & Graff, J. M. (2010). Conveying a stance of religious pluralism in children’s literature. Children's Literature in Education, 41(2), 168-188. Doi:10.1007/s10583-010-9102-3
The information for the Poems came from:
Sanders, J., Foyil, K., & Graff, J. M. (2010). Conveying a stance of religious pluralism in children’s literature. Children's Literature in Education, 41(2), 168-188. Doi:10.1007/s10583-010-9102-3
the information for the Fake Texts came from:
Clarke, Lane. W., Whitney, Erin. (2009). Walking in their shoes: using multiple-perspective texts as a bridge to critical literacy. The Reading Teacher. 62(6), 530-524.
Locklin, R. B., Tiemeier, T., & Vento, J. M. (2012). Teaching world religions without teaching 'World Religions'. Teaching Theology & Religion, 15(2), 159-181. doi:10.1111/j.1467-9647.2012.00784.x
Pemberton, W. H. (2000). Conflict resolution for major world religions. ETC: A Review of General Semantics, 57(2), 234.
Sanders, J., Foyil, K., & Graff, J. M. (2010). Conveying a stance of religious pluralism in children’s literature. Children's Literature in Education, 41(2), 168-188. Doi:10.1007/s10583-010-9102-3
The information for the Poems came from:
Sanders, J., Foyil, K., & Graff, J. M. (2010). Conveying a stance of religious pluralism in children’s literature. Children's Literature in Education, 41(2), 168-188. Doi:10.1007/s10583-010-9102-3
the information for the Fake Texts came from:
Clarke, Lane. W., Whitney, Erin. (2009). Walking in their shoes: using multiple-perspective texts as a bridge to critical literacy. The Reading Teacher. 62(6), 530-524.